COVER

Task 4 – Final Evaluation

Laura Carolina Benavides – Cod. 1075684204

Language and culture

Group Number: 551036_2

Tutor:

Astrid Yanira Lemos

Universidad Nacional Abierta y a Distancia UNAD

Zipaquira, July 2020

INTRODUCTION

We are future teachers who must always put ourselves in the place of the students, we must understand that this is how we are, we have some difficulty learning a foreign language and not only by the sea different from our mother tongue but also because it must go hand in hand understanding and understanding that each language comes with its culture and is the culture whose foundation allows each language to have its identity.

Based on this, in the language and culture course we study the different languages ​​with an emphasis on English, we also study the relationship between the culture of language and the type of role they play in education, and to understand it is The relationship between culture and language in the process of teaching and learning a foreign language.

 

THE RELATIONSHIP BETWEEN LANGUAGE AND CULTURE unit 1

⬇️INDIVIDUAL WRITTEN ESSAY⬇️

“Do we teach language using culture or do we teach culture using language”

-When we teach the language and build a social context right there through the language, culture is built, we teach the words and we forget the culture, starting with the basic thing that is when we teach a language and we should automatically explain the slang to them, as in Colombia We have certain idioms or words different from the common ones, in the United States or abroad it happens the same. We use culture to teach language, we cannot teach a language with all the basics forgetting that there are different words and ways to use it-

As it is easy to understand, language is the main component of culture, be it a foreign language, in this case the English language or a native language that demonstrates culture is the basis of a language, mainly if we speak from the historical theme where a country or region has its dialect and language thanks to its culture. A clear example is the native or indigenous languages which their language allows them to communicate with others of the same group and to teach about this culture we must start with the language in order to be able to communicate and understand them then in that order of idea the language is based on culture and language becomes a tool to teach culture, but the base is culture giving the order of how language should be handled.

All language is the product of culture, this is the main tool for the individual to appropriate a culture, another example is the English language, where the student or person who wants to travel example to the United States must understand that their language is different from you will find in the united kingdom, this because the culture is different and that makes the language change, even if your language is the same. A clear example is saying GALLETA (SPANISH) since in the United States it is called COOKIE and in England, it is called BISCUIT, here the language is the same because English is spoken, it is a foreign language compared to our native one, but its language changes by the culture you have.

The main thing is always to recognize that language is the words to express a language, which in turn expresses a culture.

Language is an aid to understand a culture, you do not need to be an indigenous person to have a culture, people who do not belong to any ethnic group also handle culture, even if it is as simple as taking off your shoes before entering a house or using certain words to express ourselves, all that is part of the culture and changes according to region or country and this is where the language that is used to express ourselves before the need to understand cultures comes in, but that different language always occurs thanks to culture.

Human beings are social beings who need a language to understand others independent of our culture and logically we need our language to be in accordance with what the culture that we are going to visit, represent, know or understand tells us. We cannot forget that when a language is going to be taught, we must respect the culture and look for a little more of it in order to respect it and in turn have development as if we were native.

⬇️ POWTOON PRESENTATION⬇️

⬇️INTERVIEW TO AN ENGLISH TEACHER⬇️

                                            ⬇️CONCLUSION ABOUT THE UNIT 1⬇️

The activities allow us to understand and understand the close relationship between language and culture, which is basic and fundamental for us as English teachers. Language, although it may be superficially separated from culture, quality is what gives it its own identity.

Likewise, it was possible to visualize how language and culture are expressed and taught in classrooms by giving the chair of a foreign language, in this case, English, probably thus recognizing errors or strengths of each significant experience.

To conclude unit 1 presents us what is the beginning of an understanding of the world of the relationship between language and culture in teaching

CULTURE,LANGUAGE AND EDUCATION (Part 1)

👉INVESTIGATION ABOUT THE ORAL CULTURAL TRADITIONS OF THE

CHOSEN COUNTRIES👈

BOLIVIA 

 

It is a country that has indigenous roots and most of its oral or traditional oral histories are preserved in the Quecgua language, which is why many names and riddles are in this language.

EDUCATION

BOLIVIAN TALES

Ñucu, the worm

A long, long time ago, the sky was so close to the earth that it occasionally collided with it, killing many men.

In one of the Chimanes villages, a poor and lonely woman lived. He was hungry since he had no one to help him in his chaco or in any job to get food.

One day, among the yucal leaves, he saw something shiny. What will it be? the woman thought, and went to her home. In the night he dreamed that this brilliant something moved as if it had life. In the morning he went to look for it and picked it up and wrapped it in a cassava leaf. He called him Ñucu and considering him since then as his son, he put him in a jar to feed him.

Ñucu looked like a white worm. A week later it grew to fill the pitcher. The woman then had to make a larger one, and there she put the worm. Within a week the pitcher was again full.

Despite her poverty, the woman worked only to feed Ñucu, who was always hungry and ate a lot. On the third week Ñucu said:

- Mother, I'm going to fish.

At night he went to the river, and as he lay across it, his enormous body dammed the waters and the fish began to jump to the banks. At dawn the woman arrived and collected the fish in a basket. Since then he always had food, every night he went with his son to the river and scampered along the beach catching fish and putting them in his basket.

People began to murmur:

- How is it that this old woman has so much fish now, if she was starving before? - and they went and asked her: How do you have that fish?

The woman did not answer them.

Time passed and the local people began to starve, there were no fish for everyone because Ñucu cut them short.

Then one day Ñucu asked his mother:

- Mother, come on, tell them to come here to fish.

The woman went and said to them:

- Up there is Ñucu fishing. Come on, he invites us to collect fish for everyone.

In this way people knew the secret of the old woman. They lived a long time without problems, until Ñucu grew and became so huge that it no longer fit in the river. This time he said to the woman:

- Mother, now I'm leaving. I have helped them a lot here on earth, you will no longer starve because people will know how to help you. I have to go hold the sky higher so it never falls again.

The old woman was very sad thinking about the loss of her son. Ñucu then threw himself from one end of the earth to the other and rose holding the sky, to the same position he is in now. Before the distant blue sky the woman began to cry. But at night, she saw her son shining up there. It was the Milky Way, and she consoled herself by thinking that every night she could see her son.

RIDDLES

These riddles are from the Potosi department of Bolivia. They are said in indigenous language and with its translation into Spanish

Azul khocha

partti ttanta,

Chokhaycusklia.

Traducción:

Sobre un lago azul

han arrojado

un pedazo de pan.

LA LUNA

(Pocoata. Prov. Chayanta)

MYTHS AND LEGENDS

Chiru Chiru

Chiru Chiru was a thief who lived in the mines, a kind of Robin Hood who distributed what he stole among the poor.

One day a miner found him stealing and wounded him. They say that when they went to look for him in his cave, where he took refuge after the attack, they found his body along with an image of the Virgin. Since then, the Chiru Chiru cave has become a sacred place.

The Chiquitanos believe in a guardian genius who changes shape. Although it is sometimes a toad and sometimes a tiger, its most common manifestation is that of the snake.

It protects the waters of life and for this reason it hides in rivers, lakes and wells. Sometimes, as punishment for those who do not value this resource, they leave and leave the drought behind.

The jichi must pay tribute, because if it is bothered it endangers the prosperity of the fishing and the survival of the peoples.

POETRY

THE CISNE

I am the flower that bends on its stem,

because he suffers keeping in his bosom.

from a hidden worm the poison,

that devours my sad existence;

From a hidden worm the poison,

that devours my sad existence!

How much pain contains a memory

forgetting the sorrows he calms down,

if oblivion is the dream of the soul,

but my soul cannot sleep ...

If oblivion is the dream of the soul,

but my soul cannot sleep!

Confused by wave sadness

pain is portrayed on my forehead,

how bitter is my present life,

how bitter the future will be

How bitter is my present life,

Bitter cradle will be the future!

I am the swan that sings a mourning

Of my death the moment waiting

I who have always lived crying

I want to at least sing to die

I who have always lived crying

I want to at least sing die!

J